Peter Hick*, Ruth Kershner, Peter T. Farrell

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript


Teachers and educationalists have traditionally looked to psychology as a source of ideas and evidence about how best to support children’s learning, especially for those who may experience difficulties in learning in school. However the rationale for inclusive education has tended to be sociological, philosophical, political or educational – in fact anything but psychological. Those seeking to promote more inclusive education have often seen psychology and psychologists as part of the problem rather than the solution, referring to the roles of psychology in providing an IQ-based rationale for separating children into special schools (Thomas and Loxley, 2001), or in ascribing difficulties in learning to individual child deficit. Yet psychology can offer important resources to support the development of more inclusive practices in education.
Original languageEnglish
Title of host publicationPsychology for Inclusive Education
Subtitle of host publicationNew Directions in Theory and Practice
EditorsPeter Hick, Ruth Kershner, Peter Farrell
PublisherRoutledge Taylor & Francis Group
Number of pages10
ISBN (Electronic)9780203891476
ISBN (Print)0203891473
Publication statusPublished - 5 Sept 2008


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